Connected Educator Month kicked off today, September 12th with request to share your #teachingmoment at 11:00 am local time. I participated twice with my grade seven and eight classrooms. At 9:00 am, which in my mind was 11:00 am ET, my grade eight students were continuing their research into the memories and facts of 9/11, a time not in their memory. I tweeted this, and tried to share a picture. However, our Internet slowed down and wouldn’t let it happen.
What is our goal and activity? Perhaps you would like to try this also.
What have we learned from the 9/11 tragedy?
Goal: Honor the memories of those affected by the 9/11 tragedy by reading the memories, learning the facts, and concluding in a blog post what we have learned from the 9/11 tragedy supported with the facts read.
Part 1: What do people remember about the 9/11 tragedy?
1. Read at least 10 posts from the blog in the link below: Interviews of 9/11 Memories.
2. Comment respectfully on three (3) blog posts.
To comment: Use name, comment positively on something important that impressed you. Thank them for their memory. EDIT! Spelling. Sentences. Capitals. Lots of people will read these blog posts.
3. Explain the main points you learned from the three posts you commented on.
Part 2: What are the facts about the 9/11 tragedy?
1. Find out the facts related to the memories at the blog in the link below. You will need to search the site for information that will provide you with the 5W+H+R facts (Who, What, When, Where, Why, How, Results/Effects).
2. Consider a strategy you will use to take notes and use that strategy (Docs, Presentation, Journal, Diigo).
3. Organize your notes — summary, list, bullets — to show your facts.
Part 3: What have we learned from the 9/11 tragedy?
Review what you learned from Parts 1 and 2. What can you conclude about what we all have learned from the 9/11 tragedy? Use evidence from the blog posts from Part 1, your notes from Part 2 as you write your response.
What did we learn from the 9/11 tragedy?
Your response should be at least two paragraphs long with evidence from the posts and notes.
Post your response in Kidblogs. Add links to the 9/11 memory blogs and the Library of Congress page in your post as your sources [cite your sources].
Be sure to EDIT your post.
For the first part, our students discussed the memories in the interview posts. These are some of the notes from that discussion:
NEW IDEAS LEARNED
People feared that terrorist attack — that it was on purpose.
Most people thought the first one was an accident.
Phones were ringing everywhere.
People were staring at colored people; worried about 9/11 like they were a terrorist.
IDEAS THAT WERE CHANGED
“Humanity took a step backwards” because we’re afraid now that it will happen again.
Now we have security scans.
Privacy- we don’t have as much privacy.
Standards– Grade 8
RI2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI 6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RI 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
W1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.